Old Dalby Church of England Primary School, located in Melton Mowbray, Leicestershire, was inspected on May 16 and 17, 2023. The overall effectiveness of the school was rated as good, with consistent evaluations across various aspects including the quality of education, behaviour and attitudes, personal development, and leadership and management, all receiving a good rating. However, early years provision was noted as requiring improvement. The school has maintained a good rating since its previous inspection in November 2021.
Pupils at Old Dalby School enjoy a supportive and inclusive environment that emphasizes values such as love, honesty, community, teamwork, and friendship. These values are integrated into daily school life, contributing to a calm and orderly atmosphere where positive behaviour is prevalent. Pupils respond well to the reward system based on house points and merits, which encourages them to model the school’s values. They feel safe and valued, fostering a respectful culture among peers and staff.
The school sets high expectations for all pupils, encouraging a positive attitude towards hard work and challenges in lessons. While most pupils engage well, those with special educational needs and disabilities (SEND) sometimes lack the necessary resources to support their learning effectively. This issue is particularly evident in the early years, where children are eager to learn but do not always receive meaningful learning opportunities. Some children struggle with listening and emotional management.
Parents and carers express strong support for the school, highlighting its nurturing and creative environment. Since the last inspection, school leaders have made significant improvements to the curriculum, ensuring it is well-sequenced and builds on pupils' knowledge effectively. Teachers demonstrate secure subject knowledge and create connections between subjects to enhance understanding. Regular assessments help teachers plan appropriate next steps for pupils, and most pupils retain what they learn.
Leaders have prioritized early reading, implementing a phonics scheme that all teachers are trained to deliver. Pupils who fall behind receive support to help them catch up, and there is a strong emphasis on fostering a love of reading. However, the early years environment does not fully align with the ambitious goals set by leaders, particularly in developing communication and language skills. Opportunities for writing are limited, and children often struggle to articulate what they are learning.
Pupils with SEND access the same curriculum as their peers, but teachers do not always adapt their teaching effectively to ensure these pupils make sufficient progress. Personal development opportunities prepare pupils well for their next steps, with Year 6 pupils feeling ready for secondary school. They understand the importance of school and British values and have a good grasp of different religions, though knowledge of various cultures is less developed.
Pupils enjoy participating in clubs and taking on responsibilities, such as being prefects or vision champions, which fosters leadership skills. Staff express pride in working at the school and feel supported by leaders regarding their well-being and workloads. The governing body has improved its effectiveness through training and monitoring, working collaboratively with leaders to address areas for development.
Safeguarding arrangements are effective, with staff trained to identify and report concerns. Pupils understand how to keep themselves safe and know they can approach trusted adults with any worries. To improve, the school needs to ensure that all staff are equipped to support pupils with SEND effectively and that early years teaching focuses on enabling children to learn key knowledge that prepares them for future stages.